Five Year Plan

Project Implementation:

• Project Description; Five Year Plan; Growth of Project
  • Create, distribute, and organize data from survey of EC teachers and building principals
  • Visit reading sites/centers to observe programs;
  • Participate in Foundations Trainings;
  • Select additional trainers;
  • Select which district sites to select to begin trainings (coaches, RE, EC, ESL)
• Resources
  • Substitutes;
  • Travel expenses;
  • Availability of sites;
  • Cost of programs/materials over time;
  • Do programs come with trainers?
• Partners
  • Rutherford Co. (Read Well)
  • Watauga Co. (Letterland)
  • Making Great Readers
  • Words Their Way
  • Board of Education
  • PLC Coaches
  • Title 1 people

Research to Practice Foundation Training:

• Training for Staff; Development of local trainers
• Activities:
  • Attend Foundations Trainings
  • Inventory programs through district to see what we have
  • Determine the intensity of each program
  • Tier programs
  • Select programs based upon needs of system

Program Implementation:

• Program Training, Fidelity Checks
  • Select program(s)
  • Complete trainings on programs
  • Order materials

Student Progress Evaluation:

• Project Data Collection, Progress Monitoring
• Resources:
  • K-2 Assessments (Dibels, Reading 3D, IRI's for students who are Intensive Needs)
  • EOG/EOC scores as baseline to determine who needs targeted

Parent Involvement:

• Plan (Materials and Activities)
  • Create a brochure;
  • Do a "booth" at Thornton's open house to showcase our new development with reading;
  • Involve Board of Education with our process
    • Invite a board member to accompany us to the site visit
  • Write up our activities with Reading Foundations to send to newspaper
  • Partners:
    • BOE
    • Parents
    • Thornton Administration
• Parent Evaluation Questionnaire

Collaboration with Teacher Education Programs:

• Collaboration Plan, Updated Report
• NEED ASSISTANCE FOR THIS